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Towards Better Understanding of Self-Representation in Online Learning
PROCEEDINGS

, , , OISE / University of Toronto, Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This paper is concerned about how individuals’ different identities affect their online learning practices. We argue that online learning literature needs more nuanced and contextualized understanding of identity if it is to better address the relationship between the concept of identity and learning. While the study is grounded in socio-cultural learning theories, we employ Critical Discourse Analysis to deconstruct and analyze the effects of social and cultural practices on self-representations and thus on learning. Our results show that identities manifest themselves and play an important role in individuals’ online learning practices.

Citation

Oztok, M., Lee, K. & Brett, C. (2012). Towards Better Understanding of Self-Representation in Online Learning. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 1867-1874). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved July 7, 2022 from .